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AUTHOR Elder, Deborah L.TITLE Evaluation of School Uniform Policy at John Adams and Truman

Middle Schools for Albuquerque Public Schools.INSTITUTION Albuquerque Public Schools, NM. Planning, Research and

Accountability.REPORT NO RDA-DE-0299PUB DATE 1999-02-00NOTE 37p.

PUB TYPE Numerical/Quantitative Data (110) Reports Evaluative(142)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Academic Achievement; Discipline; Middle Schools; Public

Schools; *School Culture; *School Safety; *School Uniforms;*Student Subcultures

IDENTIFIERS *Albuquerque Public Schools NM; *Parent CommunityRelationship

ABSTRACTA uniform policy at two Albuquerque middle schools became a

reality as a result of parent initiative. Parents provided input throughattending meetings and a fashion show, serving on the uniform task force,completing surveys, voting, and revisiting the policy. Parents not onlyinitiated the development of the policy, but were active participantsthroughout all stages of implementation. Students were involved in theplanning process as well. Students participated in the fashion show, workedon the uniform task force, participated in interviews and focus groups, andconstructed and revised the survey. This evaluation uses both qualitative andquantitative methods of research to provide an accurate assessment of theimpact of uniforms. Outcome data include discipline referrals and number ofstudents achieving honor-roll status. These sources of information provide aquantifiable overview of changes in discipline and student achievement.Perceptions regarding uniforms are measured through interviews, focus groups,and surveys. This triangulation of data allows a complete picture ofcommunity perceptions to emerge. Perceptions of the school environmentdirectly influence behavior and are essential in providing an accurate andcomplete evaluation of the uniform policy. Interviews were conducted with 30parents, 12 teachers, and 27 students from both middle schools. Results areprovided as well as observations from focus groups, and data are providedfrom surveys. Appendixes provided interview data and uniform implementationtimeline/history. (DFR)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Evaluation of School Uniform Policyat

John Adams and Truman Middle Schoolsfor

Albuquerque Public Schools

I

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATIONOaks of Educational Reeeerch and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Tril This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toImprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Author: Deborah L. Elder

Date: February 1999

2

EST COPY AVAI LE

ALBUQUERQUE PUBLIC SCHOOLS

BOARD OF EDUCATION

RICHARD TOLEDOPresident

AGATHA M. LOPEZ BILL C. ROTHANBARGARVice-President Secretary

LEONARD J. DELAYO, JR. ROBERT D. LUCEROMember Member

MARY LEE MARTIN HENRY G. RODRIGUEZMember Member

BRADFORD ALLISON, Ph.DSuperintendent

GEORGE I BELLOAssociate Superintendent

The Department of

RESEARCH, DEVELOPMENT AND ACCOUNTABILITY

930-A Oak Street SE

Albuquerque, New Mexico 87106

(505) 848-8710

Rose-Ann McKernanDirector

INTRODUCTION

"A safe and disciplined learning environment is the first requirementof a good school. Young people who are safe and secure, who

learn basic American values and the essentials of good citizenship,are better students. In response to growing levels of violence in ourschools, many parents, teachers, and school officials have come to

see school uniforms as one positive and creative way to reducediscipline problems and increase school safety. ...the adoption of

school uniform policies can promote school safety, improvediscipline, and enhance the learning environment."

Manual on School UniformsThe U.S. Department of Education

The concept of a uniform policy at John Adams and Truman Middle Schools became reality as aresult of parent initiative beginning in the fall of 1997. Parents began the process of exploring thedevelopment of a uniform policy, and have been the driving force behind the implementation ofthe policy. Multiple opportunities for community involvement have been a priority throughout theprocess of developing and implementing the uniform policy at John Adams and Truman.

Parents have provided valuable input through meetings, a fashion show, serving on the uniformtask force, completing surveys, voting, and re-visiting the policy. Parents not only initiated thedevelopment of the policy, but have been active participants throughout all stages ofimplementation.

Students are involved in the planning process as well. Students participated in the fashion show,worked on the uniform task force, participated in interviews and focus groups, and constructedand revised the survey.

Methodology

In order to provide an accurate assessment of the impact of uniforms, this evaluation utilizes bothqualitative and quantitative methods of research. This research design provides extensiveinformation regarding outcomes and perceptions.

Outcome data includes discipline referrals and number of students achieving honor roll status.These sources of information provide a quantifiable overview of changes in discipline and studentachievement.

Perceptions regarding uniforms are measured through interviews, focus groups, and surveys. Thistriangulation of data allows a complete picture of community perceptions to emerge. Perceptionsof the school environment directly influence behavior, and are thus essential in providing anaccurate and complete evaluation of the uniform policy.

RDA/DE/0299

INTERVIEWS

Interviews were conducted with thirty parents, twelve teachers, and twenty-seven students.Parents, teachers, and students from both Truman and John Adams were interviewed. Acompilation of the results from all groups follow.

Parents

Of the 30 parents interviewed, 27 had positive comments regarding the implementation of theuniform policy. Two neutral comments and one negative comment were made. Parents indicatethat they feel the overall effect on both middle schools is positive. Parents report decreases inspending on school clothes, decreased competition among students regarding clothing, reductionin gang activity, and reduced conflict between themselves and their child surrounding appropriateclothing for school.

Stated Benefit Number ofParents

decreases in school clothes expenditure from the family budget 16

freedom from competition in clothing 7

reduction in gang activity 3

decreased conflict surrounding appropriate school clothing 3

students better represent their school in the community 2

Three parents recommend that all APS middle schools should require uniforms, and one of theseparents expressed hopes that uniforms will spread into high schools as well.

One father stated that uniforms, "...create a social neutrality. Students who are 'haves' versus`have nots' are not readily apparent. When I pick my son up, I see less sauntering around andacting cocky. The uniforms do change behavior."

Another father said that, "All kids look like good kids."

A mother commented, "I don't have to buy a sixty dollar Nike shirt so my daughter can be`cool'."

Another mother said, "I voted against uniforms, but they do look nice. They don't affect my son,but they are good for the school."

RDA/DE/0299

Teachers

Ten of twelve teachers interviewed were resoundingly positive regarding the changes they haveobserved in their school. One teacher supports the policy, but is withholding judgement until thepolicy has been implemented for a longer period of time. Another teacher mentioned only a needfor clarification regarding stripes on shirts, but did not provide either positive or negativefeedback. Teachers report improved student behavior, increased focus on learning, decreaseddivision between wealthy and poor students, and decreased gang activity.

Stated Benefit Number ofTeachers

improved student behavior 6

increased focus on learning 5

less division between wealthy and poor students 2

decreased gang activity 2

Two teachers commented that the school climate is more positive as a result of students dressingin an age-appropriate manner. One of the teachers stated that, "It's easy to forget that they areyoung kids when they're dressed like thugs. Now the kids look like kids."

Another teacher explained that she sees, "...less blatant sexuality with the girls and less machogang boys. Uniforms have made them children again."

Two teachers specifically mentioned that all APS schools should have uniforms.

Students

Of twenty-seven students who were interviewed, seven had positive comments. Three studentsindicated neutrality, while seventeen initially had negative reactions. Of the seventeen whoinitially commented negatively regarding uniforms, six students followed the initial negativecomment with a positive observation regarding uniforms. The likelihood of a positive comment inany portion of the interview tended to increase when a child was alone, or only with his or herparents. Students who responded with only negative feedback tended to be accompanied bypeers.

Of the twelve students expressing a positive opinion of uniforms, two students enjoy not havingto worry about what to wear and three students observe that behavior is better. Two studentsexpressed that gang problems have decreased.

RDA/DE/0299

Several comments from students reflect the general tone of student attitudes toward uniforms.

"People have less 'attitude'."

"I hate uniforms. I hate tucking in my shirt. At lunch, I untuck to play football otherwise itcomes untucked anyway. Then I have to tuck it back again. It's just a pain. The kids are just asloud this year, but they're not fighting as much."

"We should get to dress like ourselves. They tell us to be our own person, but then they don't letus."

"I like uniforms. I don't have to think about what to wear."

FOCUS GROUP

A group of twenty students from both middle schools participated in a focus group. Studentsdiscussed positive and negative aspects of uniforms, and developed several recommendations forpolicy revision. Several members of the focus group were participants in the developing theoriginal survey, which was administered in January of 1998.

Students generated the following list of positive aspects of uniforms:- polo shirts look nice- no worrying about what to wear- fewer fights-takes away line between rich and poor

Students also discussed the negative facets of wearing uniforms:- khaki is ugly- tucking in shirts-no individuality- no logos

The student focus group generated the following recommendations:-allow corduroy- more variety and style (ie cargo pants, baggies, bellbottoms)-don't tuck in shirts- wear uniform shirt under a vest-allow jeans shirts, v-necks, shirts without collars- allow more colors (especially green), but stay with solid colors- no belts- allow hoods on sweaters and sweatshirts-have dress down days (dress down days should still follow the old dress code)

RDAJDE/0299

SURVEYS

In January of 1999, students, parents, and staff members at John Adams and Truman weresurveyed to provide information regarding perceptions of the impact of the uniform policy. Thecurrent survey is a revised edition of the survey that was written by students and given in Januaryof 1998. This allows some comparison of perceptions prior to implementation to perceptionsonce the policy has been in place for a semester. The survey results in the body of the report are acompilation of both Truman and John Adams responses. Survey results for each individual schoolcan be located in the appendix.

Support for the uniform policy is resounding in the parent category (74.8%) and the staff category(88.9%). Students are less supportive of the uniform policy, with only 14.6% indicating support.

The following table shows percentages of parents, students, and staff members who responded"strongly agree" or "agree" to each statement. The number of respondents in each category isindicated in parenthesis. Parents, students, and staff members expressed different perceptions ofthe impact of uniforms.

Parents(545)

Students(1,438)

Staff(100)

School uniforms decrease violence. 60.8% 20.7% 80.5%

School uniforms decrease theft. 54.9% 16.8% 61.2%

School uniforms help prevent gang activity. 69.4% 23.3% 89.8%

School uniforms help students focus on theireducation.

70.2% 23.3% 83.0%

School uniforms help school officials identifytrespassers on campus.

91.2% 59.2% 98.0%

I spent less money on school uniforms this year than Iusually spend on school clothes.

59.6% 22.5% 79.8%

School uniforms promote a positive school climate. 74.7% 18.0% 89.9%

School uniforms promote my students' positivefeelings about his/her school.

58.5% 15.1% N/A

Financial aid is available for families who needassistance with buying uniforms.

29.9% 40.7% 70.7%

I support school uniforms at John Adams andTruman.

74.8% 14.6% 88.9%

RDA/DE /0299

The majority of parents and staff members indicate many benefits of school uniforms, includingdecreases in violence, theft, and gang activity. Parents and staff also perceive that uniforms helpstudents focus on their education, help school officials identify trespassers, and promote a positiveschool climate. Fewer students agree or strongly agree with the survey items regarding benefitsof uniforms.

The benefits of the uniform policy also include dollar savings for parents, as indicated by 59.6% ofparents who agreed with the statement regarding spending less money on school clothes this year.Over 70% of staff members and 40% of students indicated that financial aid is available forfamilies who need assistance with buying uniforms, while only 29.9% of parents indicated thatfinancial aid is available. However, over half of the parents who responded to the surveyindicated that they do not know if financial aid is available.

RDA/DE/0299

Parent Responses

In 1998, the parent response rate was six percent of the total student population. The 1999survey resulted in a parent response rate of 25% of the total student population. This percent islikely representative of more than one-fourth of the families with students at the two schools, assome parents have more than one child at each school, but may have completed only one survey.

1998(142 Parents)

1999(545 Parents)

School uniforms decrease violence. 64.8% 60.8%

School uniforms decrease theft. 70.0% 54.9%

School uniforms help prevent gang activity. 34.5% 69.4%


69.7% 70.2%


91.4% 91.2%

School uniforms save money on school clothes. (1998)I spent less money on school uniforms this year than Iusually spend on school clothes. (1999)

67.5% 59.6%

School uniforms promote a positive school climate. 75.1% 74.7%

School uniforms will promote students' positive feelingsabout their school. (1998)School uniforms promote my students' positive feelingsabout his/her school. (1999)

64.2% 58.5%

Financial aid should be/is available for families who needassistance with buying uniforms.

87.2% 29.9%


70.4% 74.8%

The school provided adequate information regardinguniforms prior to the school year.

N/A 76.6%

Uniform clothing was readily available. N/A 53.0%

The comparisons of percentages of "agree" answers for two years appears to indicate that supportfor uniforms among parents has decreased. In fact, the opposite is true. While the percentage ofparents who agree that certain benefits to uniforms has decreased in some cases, caution must be

RDA/DE/0299

.1Q

used when interpreting this information. In 1998, only 100 parents responded to the survey, whilein 1999, 545 parents responded. While some percentages who agree with the benefits havedecreased, the actual number of parents who agree with the benefits has actually increased due tohigher numbers of responses. An example of lower percentages representing higher numbersfollows.

In 1998, 67.5% of parents respond positively to the statement; "School uniforms save money onschool clothes." This percentage in 1998 represents 95 parents. In 1999, 59.6% of parentsindicate agreement that they spent less money on school clothes. This percent is lower than thatof 1998, but reflects responses of 324 parents as opposed to 1997.

Availability of uniform clothing is an issue for approximately 42% (76 responses) of parents.Shopping early seems to result in finding clothing more readily available. Of the parents whodisagree with the statement, "Uniform clothing was readily available," sixty percent shopped inAugust.

The vast majority of parents indicate that the schools provided adequate information regarding theuniform policy prior to the beginning of school (76.6%). Both schools placed emphasis oninforming the community so parents could prepare.

The percent of parents who perceive that school uniforms prevent gang activity increaseddramatically from 1998 (34.5%) to 1999 (69.4%). More parents indicate that school uniformshelp students focus on their education in 1999 (70.2%) than 1998 (69.7%). Support for uniformshas increased both in numbers and percentages from 1998 (70.4%, or 99 parents) to 1999(74.8%, or 407 parents).

RDA/DE/0299

Staff Responses

Approximately half of the staff members responded to the survey both in 1998 and in 1999.Responses in both years indicate strong support for the uniform policy.

1998(100 StaffMembers)

1999(100 StaffMembers)





85.0% 83.0%


98.0% 98.0%

School uniforms save money on school clothes. (1998)Uniforms are less expensive than regular school clothes.(1999)

89.0% 79.8%



82.0% 70.7%


90.0% 88.9%

Staff members responses indicate that many benefits of uniforms were expected prior toimplementation. Responses in 1999 indicate that the uniform policy has met expectations, andthat the policy is supported by the vast majority of the staff at both schools.

RDA/DE/0299

12

Student Responses

Response rates from students were approximately seventy percent of students at the middleschools in both 1998 and 1999. Students are generally less supportive of the uniform policy thanparents and staff.

1998(1479 Students)

1999(1,438 Students)





22.4% 23.3%


57.9% 59.2%

School uniforms save money on school clothes. (1998)Uniforms are less expensive than regular school clothes.(1999)

35.9% 22.5%


School uniforms (will) promote students' positivefeelings about their school.

18.5% 15.1%


64.5% 40.7%


20.5% 14.6%

The majority of students agree that uniforms help school officials identify trespassers on campus.Other benefits for uniforms were acknowledged by 15%-22% of the student respondents.Students indicate decreased support for uniforms in 1999.

RDA/DE/029913

HONOR ROLL

The percent of students achieving honor roll status at Truman was similar for the first quarter inboth 1999 and 1998. The second quarter showed a drop in the number of students attaininghonor roll status. This pattern may occur due to an increased focus on academics, which mayresult in higher expectations of teachers. Higher expectations could easily translate into decreasedgrades. This pattern may change in the third and fourth quarters as student achievement rises tothe level of expectation. Additionally, a decrease in students earning honor roll status may occurat John Adams as teacher expectations become higher.

John Adams showed increases in the percent of students who earned honor roll status in both thefirst and second quarters of 1997-98 compared to 1998-99. John Adams administration attributesthis increase, in part, to the order and educational focus that uniforms support.

100%90%80%70%60%50%40%30%20%10%0%

Truman Middle School Honor Roll StudentsPercent of Total Student Enrollment

First Quarter Second Quarter

g 1997-98®1998 -99

100%90%80%70%60%50%40%30%20%10%0%

John Adams Middle School Honor RollStudents Percent of Total Student Enrollment

litilari=t1PMMEI 0,.

First Quarter Second Quarter

g 1998® 1999

RDAJDE/0299

14

DISCIPLINE REFERRALS

Referrals to the office for disciplinary action have decreased at both schools. John Adams'referrals in the first semester of the 1997-98 school year totaled 1,565. In the first semester of1998-99, 405 discipline referrals were made. Truman's referrals decreased as well, from 1,139 inthe fall semester of 1997-98 to 850 in 1998-99. School uniforms create several factors that,combined, result in decreased referrals.

First, as mentioned by students, teachers, and parents in interviews, uniforms place all students onan equal level. Students who may be immediately labeled by peers and staff no longer stand out,because the appearance of all students is uniform. Uniforms break the reciprocal process, whereinthe teacher forms an immediate impression of a student based on his/her appearance andmannerisms. Any perception held by one person of another affects the behavior toward thatindividual. This results in a reciprocal process, wherein an impression is made and reflected inbehavior toward the individual. The individual then reacts to the initial behavior in an appropriatemanner, which then affirms the first impression. This cycle differs from "rising to the level ofexpectation" in that behavior is influenced by perception, and the other individual's reaction to thebehavior is, indeed, the logical reaction to the initial behavior. This process can create a positiveor negative cycle, depending upon the first impression. Uniforms eliminate this process frombeginning by creating similarity among all students.

Second, staff members may be more comfortable handling routine misbehavior when students aremore focused. Misbehavior may be handled in the classroom more frequently, which increasesinstructional time. The lower number of referrals indicate that more students are receivinginstruction rather than spending time in the office.

180017001600150014001300120011001000

900800700600500400300200100

0

Truman Middle School Discipline ReferralsFirst Semester

1997-98 and 199899

1139

.. : 850

, /,' ,r., .,.. -.' ',

...,,,:i ,

. , ,, ,.-., :

_, - ...,

.: ,- ;, ,"...,:-. - -

1997-98 First Semester 1998-99 First Semester

RDA/DE/0299

15

180017001600150014001300120011001000900800700600500400300200100

0

John Adams Middle School DisciplineReferrals First Semester

1997-98 and 1998-99

1565

,i, -,'.

: -, - -- -,-- "/ 40_5

. - , .,-1, -,'

: .<;- - - . :P.: ,-, ';'...."; '

1997-98 First Semester 1998-99 First Semester

CONCLUSIONS

Many variables have changed at John Adams and Truman in the past year. New teachers havecome into the schools, other teachers are working with different instructional strategies, changesin school administration have occured, programs have evolved, and the uniform policy is in place.This myriad of factors have resulted in numerous positive changes at both middle schools. Thedata shows that referrals have decreased, numbers of honor roll students have increased, andperceptions regarding school safety, climate, and focus have become more positive among parentsand staff.

The uniform policy is one of several changes that have occurred in the two schools. While theimpetus for positive change in the climate and academic focus of the school includes the uniformpolicy, the changes cannot be attributable solely to the uniform policy. However, positivechanges have indeed occurred, and the uniform policy is one of several variables that have causedthe changes. Parents and staff members perceive the uniform policy to be the primary changeagent.

Perceptions of parents and staff are very powerful influences on a school. As the discussion ofthe reciprocal process shows, perceptions can create reality. When a school community believes aschool to be good, the school improves. The positive perceptions of Truman and John Adams bythe parents and staff members result in a more positive school climate wherein teaching andlearning are the primary focus.

The dramatically increased numbers of parents that responded to the 1999 survey indicate thatmore parents feel strongly about uniforms. The number of responses to surveys and the degree offeeling often go hand in hand. Generally, people respond to surveys if they feel strongly positive,or strongly negative about the survey issue. More parents have come to feel more passionateabout uniforms since 1998, when the policy was beginning to be considered, to 1999, when thepolicy became reality.

RDA/DE/0299

-16

RECOMMENDATIONS

1. Information from parents and staff suggest that permanent continuation of the uniform policyis supported by the community.

2. Continue to involve the community in policy revisions.

3. Continue efforts to consistently enforce the policy, and keep students and parents informed ofconsequences.

4. Include parents of incoming sixth grade families in the uniform policy. A presentation tofamilies that provides information regarding the history of the policy, and that informs parents ofways they can be involved in the implementation of the policy (ie volunteering to drive studentsto the clothing bank, volunteering to work on policy revision, etc.). This involvement ifincoming families will ensure ongoing community support for the policy.

5. Include students in the ongoing process of the uniform policy development andimplementation. However, student input should be interpreted carefully, keeping in mind thematurity level of the students.

6. Use days when uniform dress is not necessary as teaching tools. Students should enter highschool knowing how to dress appropriately. This effort could be linked with School to Careers.For example, the schools could have a career fair and have professionals from the communitycome to the schools to talk with students about the process of acquiring a job, including theimportance of the first impression. On the day of the fair, students could have a "dress up" day,where they dress as if they are going to a job interview.

7. Publicize financial assistance opportunities.

RDA/DE /0299

17

APPENDL:

JOHN ADAMS/TRUMAN MIDDLE SCHOOLSUNIFORM IMPLEMENTATION TIMELINE/HISTORY

1:,:... DATE- :-. ..... .

!I-MELIA/HISTORY .2,,.:,...:.:-: r- ItE4114E31.81t0 .

Spring 1995 1996-1997School Year

JAMS Student Leadership works on discussing theDress Code and how change can take place to keepJohn Adams a safe place where learning is thepriority. Students develop a presentation for theschool administration and ask if it would bepossible to look at what students can wear, ratherthat what they cannot Ask about uniformsthatare different from the traditional Parochial versionassociated with the word "uniform."

John Adams begins participating in the Governor'sStrengthening Quality Schools program to helpdevelop change processes. Surveys given to allstudents, parents, staff to determine "CustomerClimate." From the surveys it's determined thatdress code is the biggest issue for the students.

September 4,1997

Open House at Truman MS; a parent asks parentsto sign a petition requesting uniforms for students.

September andOctober

Students from the Truman Honor Society callother schools around the state with strict dresscodes and uniforms. (i.e. Harrison, Mesa MiddleSchool in Ruidoso)

October 21,1997

Cluster Dress Code and Uniforms Meeting andFashion Show in the Truman Gym; approximately450 people attend from all 8 cluster school(Alamosa, Carlos Rey, Chaparral, John Adams,Lavaland, Mary Ann Binford, Susie RayosMarmon and Truman). Mayor Martin Chavez andBoard Member Robert Lucero addressed the groupendorsing the pursuance of uniforms. 87% of 123families voted to continue the discussion ofuniforms. Everyone is invited to attend a UniformTaskforce Meeting to work out issues onNovember I I, 1997.

November 11,1997

The first Uniform Taskforce Committee meetingheld to begin the discussion of how to implement aplan for a pilot for uniforms at John Adams andTruman. Parents, students and administrationfrom both schools attended. A Truman parentagreed to do research with area vendors as toprices and styles of uniforms. Emphasizecommunication with all stakeholders as a priority.

December 8,1997

Student Leadership groups from John Adams andTruman meet to develop a survery which can begiven to both school communities. RDA assistswith writing a survey which will garner pertinentinformation.

January 8, 1998 Second Uniform Taskforce Committee Meetingheld. Agree that another parent informationalmeeting needs to be held to make sure their isopportunity for as much input as possible.

January 20,1998

Bilingual letter and newsletter mailed to allfamilies of current 5th, 6th, 7th, and 8th graders togive historical background, next steps, andinformation about the upcoming meeting and vote.

January 26,1998

Parent meetings held at both John Adams andTruman to offer more opportunities to askquestions. Surveys administered to parents.(Results are still being compiled by RDA)

January 1998 Bilingual survey distributed to all students andstaffs at John Adams and Truman Middle Schools.(Results are still being compiled by RDA)

January 1998 Communication to parents and students includingTown Hall Meetings, morning announcements,media announcements and publicity, bilingualflyers, and billboard signs to remind parents of theUniform Vote.

February 5,1998

Uniform Vote held at John Adams and TrumanMiddle Schools. Polls open from 7 a.m. to 7 p.m.Parents man the voting areas and tally the votes.

February 5,1998

Uniform ResultsJohn Adams Truman194 Yes 100 Yes

59 Opposed 35 Opposed

253 Total 135 Total

February 23and March 4,1998

Presentations to the Board of Education PolicyCommittee and the Full Board to receive go aheadin planning for the Uniform Pilot for 1998-99.

February - May Uniform Implementation Committee made up ofparents, staff and students will determine thedetails of implementing a pilot program foruniforms in 1998-99 if there is Board approval.Details include colors, policy/parameters, transferrequests, other dress code issues (jackets, afterschool activities, etc.).

March Contact vendors about numbers and clothingavailability, prices, discounts, etc.

.TA M5/7,15 3-98 19

BEST COPY AVAILABLE

John Adams & Truman Middle SchoolsParent Uniform Survey

545 RespondentsJanuary, 1999

My student attends: 43.3% Truman 51.5% John Adams

StronglyAgree Agree Disagree

StronglyDisagree

NotSure

1. School uniforms decrease violence. 31.2% 29.6% 16.6% 7.7% 14.8%

2. School uniforms decrease theft. 22.3% 32.6% 18.4% 6.8% 19.9%

3. School uniforms help prevent gang activity. 39.9% 29.5% 16.1% 6.3% 8.1%

4. School uniforms help students focus on theireducation.

34.2% 36.0% 15.7% 6.1% . 7.9%

5. School uniforms help school officials identifytrespassers on campus.

51.3% 39.9% 3.7% 1.6% 3.5%

6. I spent less money on school uniforms this year than Iusually spend on school clothes.

33.6% 26.0% 18.9% 17.0% 4.5%

7. School uniforms promote a positive school climate. 34.9% 39.8% 11.4% 4.5% 9.4%

8. School uniforms promote my students' positivefeelings about his/her school.

23.3% 35.2% 24.5% 6.7% 10.2%

9. Financial aid is available for families who needassistance with buying uniforms.

12.7% 17.2% 9.2% 9.0% 51.7%

10. Staff members should wear uniforms if students mustwear them.

49.4% 23.8% 13.8% 6.9% 6.1%

11. The school provided adequate information regardinguniforms prior to the school year.

27.9% 48.7% 9.9% 6.4% 7.2%

12. Uniform clothing was readily available. 17.4% 35.6% 28.6% 14.1% 4.3%

13. I support school uniforms at John Adams andTruman.

47.4% 27.4% 9.3% 11.4% 4.5%

When did you begin shopping for uniform clothing?

2.8% April 3.7% May 7.3% June 23.2% July 62.6% August

20RDA/DE/0 1 99

John Adams & Truman Middle SchoolsStaff Uniform Survey

100 RespondentsJanuary 1999

I work at: 56% Truman 44% John Adams

Please check one response to the following questions in the appropriate box:


StronglyDisagree

NotSure



3. School uniforms help prevent gang activity. 45.9% 43.9% 5.1% 0 5.1%


41.0% 42.0% 8.0% 0 9.0%


77.0% 21.0% 1.0% 0 1.0%

6. Uniforms are less expensive than regular schoolclothes.

51.5% 28.3% 7.1% 1.0% 12.1%


8. School uniforms promote my positive feelings aboutmy school.

51.0% 34.7% 9.2% 2.0% 3.1%

9. I have noticed positive changes in student behaviorsince the uniform policy has been implemented.

40.2% 46.4% 5.2% 1.0% 7.2%


7.1% 16.2% 29.3% 40.4% 7.1%

11. Students behave better in uniforms than in regularschool clothes.

33.3% 48.5% 9.1% 2.0% 7.1%

12. The uniform policy is specific enough that I do nothave to spend time discussing appropriate attire withstudents.

9.2% 28.6% 36.7% 22.4% 3.1%


70.7% 18.2% 3.0% 2.0% 6.1%

14. I choose to wear uniform clothing regularly. 17.6% 33.0% 26.4% 17.6% 5.5%

15. Time spent in instructional activities has increasedsince the implementation of the uniform policy.

18.0% 40.0% 15.0% 5.0% 22.0%


27.3% 43.4% 3.0% 2.0% 24.2%

24

RDA/DE/0 1 9 9

John Adams & Truman Middle SchoolsStudent Uniform Survey

All Students from TMS and JAMS1,357 Respondents

I am in grade: 39.4% 6

I attend:

32.6 %7 27.6 %8

64.7% Truman 35.1% John Adams


Strongly

Agree Agree DisagreeStronglyDisagree

NotSure





5.6% 17.7% 31.1% 31.3% 14.3%


17.9% 41.3% 13.1% 13.9% 13.8%


6.9% 15.6% 27.5% 38.6% 11.4%



4.6% 10.5% 32.4% 36.6% 15.9%


13.9% 26.8% 10.7% 15.3% 33.4%

10. Staff members should wear uniforms if studentsmust wear them.

74.0% 13.3% 3.5% 6.7% 2.5%


5.1% 12.8% 26.5% 45.2% 10.3%

12. Some changes need to be made in the uniformpolicy.

55.1% 21.5% 6.0% 9.9% 7.5%


5.1% 9.5% 15.4% 57.4% 12.4%

22RDA/DE/0 1 99

I attend:


All 6th Grade from TMS and JAMS535 Respondents




StronglyDisagree

NotSure





8.5% 16.9% 27.1% 32.1% 15.4%


21.0% 33.7% 15.7% 18.7% 10.9%


8.3% 17.3% 23.6% 42.2% 8.6%



6.0% 10.9% 30.5% 36.7% 15.8%


17.6% 23.7% 9.3% 17.8% 31.5%


76.8% 12.5% 3.2% 6.8% 0.8%


7.0% 15.3% 24.4% 42.2% 11.0%


57.7% 17.6% 5.9% 10.1% 8.7%


5.3% 11.9% 13.4% 55.0% 14.0%

23z

RDA/DE/0 1 99

I attend:





Strongly


NotSure





3.4% 16.7% 34.4% 34.8% 10.6%


15.2% 43.5% 12.9% 10.9% 17.5%


5.9% 14.5% 28.3% 39.8% 11.5%



2.5% 9.6% 34.0% 40.0% 13.9%


11.0% 25.9% 13.8% 17.4% 31.9%


75.0% 12.7% 3.9% 5.9% 2.5%


2.7% 12.3% 27.1% 49.0% 8.7%


56.1% 23.1% 5.9% 9.2% 5.7%


4.8% 6.6% 15.1% 63.8% 9.6%

RDA/DE/0199 24

I attend:






StronglyDisagree

NotSure





4.3% 19.8% 32.4% 26.2% 17.4%


17.1% 50.0% 9.4% 9.9% 13.6%


6.2% 14.5% 31.6% 32.2% 15.5%



5.1% 11.0% 33.5% 31.9% 18.5%


12.3% 32.2% 8.8% 8.6% 38.1%


69.4% 15.5% 3.5% 7.2% 4.3%


4.6% 10.0% 28.8% 45.3% 11.3%


50.5% 25.1% 6.5% 10.0% 7.8%


4.9% 9.5% 18.4% 53.2% 13.5%

25

RDA/DE/0199

John Adams Middle SchoolParent Uniform Survey



StronglyDisagree

NotSure





39.5% 34.1% 12.0% 6.5% 8.0%


51.3% 41.2% 3.2% 0.4% 4.0%


40.1% 22.6% 15.0% 17.9% 4.4%



26.5% 34.2% 23.3% 5.5% 10.5%


13.8% 16.0% 7.6% 7.6% 54.9%


46.4% 25.4% 15.9% 4.7% 7.6%


33.6% 48.2% 8.4% 3.3% 6.6%



53.6% 25.4% 7.6% 9.8% 3.6%



26RDA/DE/0199

John Adams Middle SchoolStaff Uniform Survey



StronglyDisagree

NotSure

1. School uniforms decrease violence. 38.1% 54.8% 2.4% 0 4.8%




50.0% 40.9% 4.5% 0 4.5%


79.5% 18.2% 2.3% 0 0


43.2% 36.4% 9.1% 0 11.4%

7. School uniforms promote a positive school climate. 59.1% 34.1% 4.5% 0 2.3%


61.4% 31.8% 6.8% 0 0


47.6% 50.0% 2.4% 0 0


6.8% 15.9% 38.6% 34.1% 4.5%


34.1% 61.4% 4.5% 0 0

12. The uniform policy is specific enough that I do nothave to spend time discussing appropriate attire withstudents.

7.1% 38.1% 40.5% 11.9% 2.4%


81.8% 15.9% 2.3% 0 0



18.2% 54.5% 11.4% 2.3% 13.6%


18.2% 50.0% 4.5% 0 27.3%

27

RDA/DE/0 1 99


All Students from John Adams Middle School477 Respondents

I am in grade: 47.1% 6 29.8% 7 22.5% 8



StronglyDisagree

NotSure





6.7% 13.5% 29.7% 35.6% 14.5%


17.4% 44.7% 12.2% 14.3% 11.3%


7.2% 14.5% 24.8% 43.6% 9.9%



5.5% 9.9% 28.6% 43.4% 12.6%


13.2% 19.0% 10.0% 15.2% 42.5%


77.1% 11.7% 2.3% 6.1% 2.8%


5.5% 10.0% 23.6% 52.6% 8.1%


59.7% 17.2% 5.9% 12.1% 5.1%


7.0% 9.5% 13.3% 61.0% 8.7%

28RDA/DE/0 1 9 9


All 6th Grade from John Adams Middle School224 Respondents


Strongly


NotSure





7.7% 13.5% 27.5% 35.1% 16.2%


19.3% 37.7% 15.7% 19.3% 8.1%


7.6% 16.6% 22.9% 47.1% 5.8%



5.9% 10.8% 31.5% 37.8% 14.0%


17.4% 16.4% 10.5% 16.0% 39.7%


76.8% 14.1% 3.2% 5.5% 0.5%


4.6% 11.0% 26.5% 50.2% 7.8%


60.6% 14.5% 7.2% 10.9% 6.8%


6.8% 8.6% 11.8% 61.5% 10.9%

29

RDA/DE/0 1 99





StronglyDisagree

NotSure





4.2% 13.4% 28.2% 43.7% 10.6%


12.0% 54.2% 12.0% 9.2% 12.7%


4.9% 12.0% 26.1% 47.2% 9.9%



2.8% 8.5% 28.2% 52.8% 7.7%


6.5% 23.9% 11.6% 17.4% 40.6%


82.3% 7.8% 1.4% 5.7% 2.8%


2.8% 9.9% 19.1% 61.0% 6.4%


63.1% 19.1% 5.0% 9.2% 3.5%


2.8% 9.2% 12.8% 69.5% 5.7%

30RDA/DE/0199





StronglyDisagree

NotSure





8.4% 14.0% 33.6% 27.1% 16.8%


21.5% 47.7% 5.6% 9.3% 15.9%


9.4% 14.2% 24.5% 33.0% 18.9%



8.4% 10.3% 23.4% 41.1% 16.8%


14.0% 18.7% 6.5% 9.3% 51.4%


72.9% 12.1% 1.9% 7.5% 5.6%


9.4% 8.5% 23.6% 47.2% 11.3%


53.8% 20.8% 4.7% 17.0% 3.8%


11.3% 12.3% 17.0% 50.0% 8.5%

31

RDA/DE/0 1 99

Truman Middle SchoolParent Uniform Survey


StronglyAgree Agree

Strongly NotDisagree Disagree Sure





27.6% 38.3% 20.6% 5.6% 7.9%


51.7% 37.9% 4.3% 3.3% 2.8%


25.4% 30.0% 23.9% 16.0% 4.7%



19.2% 36.2% 26.3% 8.5% 9.9%


11.4% 19.0% 10.9% 10.9% 47.9%


53.0% 21.9% 11.2% 9.8% 4.2%


20.8% 49.1% 11.8% 10.4% 8.0%



39.1% 30.2% 11.6% 13.5% 5.6%



32

RDA/DE/0199

Truman Middle SchoolStaff Uniform Survey



StronglyDisagree

NotSure





33.9% 42.9% 10.7% 0 12.5%


75.0% 23.2% 0 0 1.8%


58.2% 21.8% 5.5% 1.8% 12.7%



42.6% 37.0% 11.1% 3.7% 5.6%


34.5% 43.6% 7.3% 1.8% 12.7%


7.3% 16.4% 21.8% 45.5% 9.1%


32.7% 38.2% 12.7% 3.6% 12.7%

12. The uniform policy is specific enough that I do nothave to spend time discussing appropriate attire with

students.

10.7% 21.4% 33.9% 30.4% 3.6%


61.8% 20.0% 3.6% 3.6% 10.9%



17.9% 28.6% 17.9% 7.1% 28.6%


34.5% 38.2% 1.8% 3.6% 21.8%

33

RDA/DE/0199


All Students from Truman Middle School879 Respondents

I am in grade: 3 5.4% 6 34.0% 7 30.5% 8



StronglyDisagree

NotSure





5.0% 19.8% 31.9% 29.0% 14.3%


18.2% 39.6% 13.5% 13.6% 15.2%


6.7% 16.1% 29.1% 35.8% 12.3%



4.1% 10.8% 34.6% 32.8% 17.7%


14.3% 30.8% 11.0% 15.3% 28.6%


72.5% 14.3% 4.0% 7.0% 2.3%


4.8% 14.3% 28.1% 41.4% 11.4%


52.8% 23.8% 6.1% 8.5% 8.8%


4.0% 9.4% 16.5% 55.4% 14.4%

34

RDA/DE/0 1 99


All 6th Grade fromTruman Middle School311 Respondents



StronglyDisagree

NotSure





9.0% 19.4% 26.8% 30.0% 14.8%


22.2% 30.9% 15.8% 18.3% 12.9%


8.7% 17.7% 24.2% 38.7% 10.6%



6.1% 11.0% 29.8% 35.9% 17.2%


17.9% 28.9% 8.4% 19.2% 25.6%


76.8% 11.3% 3.2% 7.7% 1.0%


8.7% 18.4% 23.0% 36.6% 13.3%


55.6% 19.9% 4.9% 9.5% 10.1%


4.2% 14.3% 14.6% 50.3% 16.2%

35

RDA/DE/0199


All 7th Grade fromTruman Middle School299 Respondents



StronglyDisagree

NotSure





3.0% 18.4% 37.5% 30.4% 10.7%


16.8% 38.6% 13.4% 11.4% 19.8%


6.4% 15.7% 29.4% 36.1% 12.4%



2.4% 10.2% 36.9% 33.6% 16.9%


13.1% 26.9% 14.8% 17.2% 27.9%


71.8% 15.1% 4.7% 6.0% 2.3%


2.7% 13.5% 31.0% 43.4% 9.4%


52.9% 25.1% 6.4% 8.8% 6.8%


5.4% 5.4% 16.3% 61.4% 11.5%

RDAJDE/0 1 99 36


All 8th Grade from Truman Middle School268 Respondents



StronglyDisagree

NotSure





2.6% 22.1% 31.8% 25.8% 17.6%


15.4% 50.9% 10.9% 10.1% 12.7%


4.9% 14.6% 34.5% 31.8% 14.2%



3.8% 11.3% 37.6% 28.2% 19.2%


11.7% 37.6% 9.8% 8.3% 32.7%


68.0% 16.9% 4.1% 7.1% 3.8%


2.6% 10.6% 30.9% 44.5% 11.3%


49.2% 26.9% 7.2% 7.2% 9.5%


2.3% 8.3% 18.9% 54.5% 15.5%

37

RDA/DE/0 1 9 9

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